Intellectual Output 5: Module for Further Teacher Education

(Hildi Rieger)

A Module for Further Teacher Education is designed for teachers intending to start their own projects based on the cultural and linguistic diversity of their learning groups.

CUSHA priorities are attained with the following actions:

1) Inclusive education: Adapting to the new situation of more and more heterogeneous learning groups coming together from various cultural and linguistic backgrounds the new school curricula of Germany, 2016 officially include aspects like intercultural learning, inclusive education and the consideration of learning differences, which makes an internal differentiation to accommodate different learning types and styles a priority. These are new standards which have to be integrated into today´s everyday school life shaped by multilingualism and transculturality. Nevertheless, dealing with these new requirements poses a very challenging task for schools and teachers alike and different approaches can be found, like for example the introduction of so called “Weltklassen” (“World Classes”, i. e. special preparation classes) in which pupils from different cultural backgrounds are pooled in order to help them integrate more easily. This has become an important issue at all types of schools as more and more refugees arrive in Germany and school social workers as well as teachers work together in order to make their transition less traumatic. Yet the overall objective, cultural and linguistic inclusion, aims at a growing awareness and embracement of differences and similarities by showing up practical ways of dealing with this topic in the classroom. Thus the module for further teacher education allows teachers in European countries to profit from the intellectual outputs and experiences accumulated during the CUSHA project including information on a variety of methods to be used in a profitable and differentiated way as it is not centred on any particular country but adaptable to any participant all over Europe.

This meets the CUSHA topics “inclusion and equity” and “integration of refugees”.


2) Today´s digital era combined with innovative education and stress on the active use of modern means of communication are included in the module for further teacher education by presenting different activities used during the project including the following ICT tools:

  • social media to get to know each other and facilitate first contact.
  • eTwinning with activities pupils can share on this platform.
  • online Shakespeare dictionary compilation which the participants will use to navigate and develop their own world fields.

platforms on which keynote speeches and material can be found so that the participants can sample them in their own classes beforehand according to the sandwich method and voice their own experiences.

This meets the CUSHA topics “ICT – new technologies and new digital competences”.


3) Faced with the fact that underachievement in the basic skills of literacy has become extremely widespread due to increasingly heterogeneous learning groups makes the introduction of more effective, innovative teaching methods a priority for teachers. Breaking up traditional learning groups and allowing pupils to work with other pupils with different cultural and linguistic backgrounds allows for integrative multilingual didactics. Moreover, pupils have the opportunity to choose tasks according to their different learning types and styles. Within their working groups the pupils decide autonomously how to deal with their different tasks and can adapt different methods which accommodate their own learning preferences and those of their peer groups, thus providing a variety of methods and tasks that cover a multitude of aspects included in the umbrella term internal differentiation. Though the project focuses mainly on Shakespeare´s “A Midsummer Night´s Dream” and “The Tempest” in English, pupils are also encouraged to use excerpts in their mother tongues, which demands a detailed examination of the text combined with the additional transfer of clarifying and implementing ways of pointing out special aspects to pupils with different cultural and linguistic backgrounds. Different literacy activities are therefore indispensable and are combined with a culture approach that bridges national, ethnic and linguistic differences and allows for a more sophisticated awareness of different cultures.

This meets the CUSHA topics “inclusion and equity” and “integration of refugees”.


With this intellectual output the main focus is on the following CUSHA objectives:

  • show up practical ways of furthering cultural education.
  • encourage teachers to adopt and embrace multilingualism and transculturality in their classrooms.
  • broach the issue of cultural awareness and intercultural learning.
  • enhance digital learning.
  • heed the need to promote internal differentiation and inclusive education.
  • develop the European dimension in education cooperation focused on multilingualism.